B) You can make formal drills more fun by turning them into a game.

E.g., practicing irregular verbs by saying a base form of a verb and throwing a ball to one of your students, who has to produce the three forms and pass the ball to someone else, along with a different verb.

C) Create some formal drills of your own. Choose the grammar point you’ll be practising and the target audience.

Functional drills

An example of a functional drill

Complain about someone using the prompts below and your own ideas. Use the Present Continuous tense. Model: My sister is always borrowing my clothes without asking! Worry about nothing; lose one’s temper; ask too many questions; lose things; complain about one’s health; talk nonsense; boast; quarrel; find fault with someone; forget about one’s promises; make fun of people, etc.

d)Functional drills can also take form of games. Try, for example, "Conditionals Tic-Tac-Toe".

Distribute the tic-tac-toe sheet.

Students complete the sentence with one of the conditional forms.

Students score an X or O for each sentence that is grammatically correct and makes sense.

This game is best played as a class with the teacher checking answers. However, with larger classes, the game can also be played in pairs while the teacher goes around the room checking answers.

If I were you	She should have finished the exam	Unless he finishes soon
If they had known	He takes his umbrella if	You wouldn’t have been late
He wishes	If you hadn’t been so rude	He would give you some help

e) Create functional drills practising:

- expressing past habits;

- expressing plans;

- expressing polite requests.

What grammar forms will be the target of each activity?

F) Run your drills making use of the 3-stage framework for practising grammar.

Meaningful drills

An example of a meaningful drill. (Grammar target - modal verbs "must", "have to", "can", "should", "ought to", "need", "be to")

You are facing a busy day, which is full of commitments. Write a brief summary of your obligations, choices and alternatives for the day looking at your notes (notes have been done for you).

g) Communicative games can also be a type of meaningful drill.

Run the game with your classmates and reflect on the procedure. Don’t forget about the 3-stage framework:

The class is divided into groups of three or four. The object of the game is for each group to decide which implement (a tool or utensil) would be most useful in each situation.

Grammar subject: Comparisons: The … would be better/stronger … etc. The … is not as … as … The … is not … enough to …

Implements

Situations

· Pincers · Stone · Twig · Knife · Fork · Hammer · Clew (ball of string) · Coat-hanger · Chewing-gum · Sheet of paper

· You have a bottle of wine but no cork-screw · The cupboard door keeps swinging open · The sink is blocked · The neighbor's dog keeps squeezing though the hole in the fence · Your ring has dropped into a saucepan of boiling water · You have dropped some money through a crack in the floorboards · You have accidentally just thrown an important letter into the fire · You can't get the lid off the jam pot · Your house is locked and you can't get in · A water pipe is leaking and water is dripping onto the floor

Date: 2016-04-22; view: 975

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Task 7. Try your hand at teaching	\|	H) Find examples of communicative grammar games and run them with your classmates.

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